高中词汇课教学设计.doc

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1、Four short words sum up what has lifted most successful individuals above the crowd: a little bit more.-author-date高中词汇课教学设计高中词汇课教学设计篇一：人教版必修三unit1词汇课教学设计teaching design of vocabulary lessonunit 1 of the obligatory book three in pep edition“festivals around the world”gushi high school, shanglin yang

2、.course analysisthe content of this class is the vocabulary in this unit; there are about eighty words in all. so i divided them into three parts-difficult words, key words and ordinary words. for difficult words, students should be able to read, write and use them in sentences; for key words, they

3、should be capable of pronouncing them, writing them, understanding their meaning, and using them correctly; for ordinary words, they just need to be able to read them and know what their meaning is.student analysis. learning method analysis.learning aimsafter this class, the students should be able

4、to1. knowledge aims2. ability aimsplete sentences using the difficult words and key words correctly by themselves.3. emotion and value aimsgrasp all the words related to festivals around the world, and know about what the important festivals in the world are, trying to think of more and work out how

5、 do they go on. teaching process:1、 lead-int: whats the topic of this unit?ss: festivals around the world.t: what can you think of about “festivals”?ss: celebration, custom, gather, ancestor, religious, feast, in memory of, look forward tot: well done. this class well learn a pile of words related t

6、o festivals around the world. lets begin.4. key phrases. (guess the meaning and make familiar sentences)t: look at the following sentences and try to guess the meaning of the underlined phrases.b: look at lubing he (a student in our class), it looks he were enjoying himself.5. key words (try transla

7、ting)day;you cans too clever for that;ve lost.adj: religious belief;independent nation;energetic children;a worldwide festival.6. anomalistic verbs:a: weep-wept-wept;b: forgive-forgave-forgiven.7. n to adj+ouseg: religion-religiousv to n +tioneg: relate-relationyou can refer to the exercise one on p

8、age 4.8. remember the above words in limited time and have word games.a: racing to be the first one to answer questions.t gives chinese; ss race to tell what the word is. then t gives a star to the group he belongs to.b: name one student of every group to write all the words he can think of related

9、to festivals onto the blackboard. the more right words, the more stars.9. homeworkexercise 2 and exercise 3 on page 4. post-course reflectionsin this class, the students learned the vocabulary actively. however, in the next class, i found that they have forgotten most of the words that they got in t

10、he last class. why? it is because that they didnt strengthen the knowledge after class. so next time, i would leave them some proper homework to finish and do a dictation before a new lesson.篇二：一堂词汇课的教学设计译林版牛津高中英语模块一unit 1 school lifeword power一、课程类型：词汇课二、教材分析：本次课是阅读课部分词汇的拓展与延伸，主要内容是：与学校设施相关的词汇以及问路方

11、式的表达。通过这节课的展示与学习，增加学生英语词汇学习的趣味性，在一定的情境中学习并且灵活运用这些单词。三、学生的学情分析：高一学生此时的知识能力仍然停留在初中阶段，教学中应在教授新知识的同时，让学生回顾旧知识，做到“温故而知新”。并且通过小组竞赛的方式，让学生融入到新的学习中，以积极调动学生英语学习的积极性。四、教学目标：1、知识目标（1）、重点词汇：(2)、重点句型：among other things, and unless you recognize when an idiom is being used，you can easily misunderstand2、能力目标：拓展学生的

12、词汇，培养学生的知识运用能力。3、情感目标：通过本次课的学习，帮助学生掌握日常情景交流技巧。五、教学重难点：1、拓展学生的词汇，培养学生的阅读能力；2、提升学生综合运用语言的能力，如交际能力、口语表达能力、写作能力等。六、教学过程：step1: lead in(2)ask the students to find more words about the mid-autumn day:(引导学生说出moon, mooncake, fullmoon等一系列单词)moon(月亮)+cake(蛋糕)=月饼(通过熟悉的单词，让学生初步了解英语词汇的记忆法之一：联想法，并引起学生对今天所学内容的兴趣与注

13、意力)(3)ask students to answer this question:how many kinds of school facilities do you know in our school?(开放性的问题可以很好地活跃课堂气氛并且引入本次课的主题：new words about the school facilities)step 2 individual presentation(1) share some pictures about school facilities and ask students to say them in english one by one

14、teaching building school fielddormitory car parkcanteen libraryschool hall store(2) get the students to know more about school facilities:classroom medicalcentrelecture hall gymart room/ dancing room gardenscience laboratory officeswimming pool golf course(告诉学生这些单词的英文意思的同时，带学生读一遍，以加深学生的印象，并纠正某些错音;然后

15、让学生站起来一个一个地读)step 3 group discussionask students the following two questions first and then conclude ways of asking the ways:(1) do you have any difficulty of finding your way on the first day you came to this school?(2) if you dont know your way, how can you ask the way?（给学生几分钟的时间回顾一下初中已经学过的几种问路方式，

16、并且通过小组竞赛的方式，调动学生学习和主动思考的积极性。最后教师负责在黑板上归纳总结）（3）ways of asking the way:excuse me,can you tell me the way to?which is the nearest way to?how can i get to/arrive at/reach?where is the nearest.?is there a near here?step 4 how to read wei huas thoughts(1)give the students about three minutes to read the s

17、hort passage (wei huas thoughts) and then ask them to answer the question:which route will she take? the red one or blue one?(2)ask students to read the sentences one by one and then translate them and then conclude some expressions of describing directions and positions on the blackboard:here im at

18、walk towards/pastgo/walk betweenturn left/rightgo/walk pastgo straighttake the first/second/third turning on the right.turn left/right at the second turning.(在黑板上板书，一边问，一边答，为学生的整理好上课思路，明确本次课的重难点)step 5 consolidation and practicedraw some pictures about the layout plan of the school, and give student

19、s several minutes to think about how to describe the route from one place to the other. then ask them to write down on their paper and ask several students to present their answers in groups.(锻炼学生的写作能力和口语表达能力，要求学生灵活运用以上词汇和句型描述位置，以期达到学习与运用相结合的目的)step 6 homework(2) ask students to conclude more words

20、about “school life”七、教学设计反思:1. 课堂导入从日常生活中截取，贴近生活，使课堂富有亲和力。从中秋节的词汇联想过渡到本次课所学习的词汇记忆方法，与课文的衔接比较自然、合理，较好地激发了学生的兴趣。2. 课堂教学实行多样化的教学组织形式，既有小组展示，又有个体展示，调动了课堂气氛。3. 本节课的讲授以学生为主体，教学生学会学习，并且在学习中学会思考，以充分调动其学习余思考的积极性。在听、说、读、写四个方面都对学生进行了训练，重点对学生进行了写作与口头交际能力的指导。个人小结：本人认为，调动学生学习的积极性和课堂气氛的关键点在于，找好学生新旧知识的契合点，给与学生学习的信心

21、，并提升学生独立完成听说写的能力。第一步导入很重要，英语词汇教学不是为了教单词而教单词，而应该提升学生的具体操作能力，在适当的语境中运用所学的词汇与表达进行练习。正所谓熟能生巧，所以在课堂上，要尽可能多地给学生练习的机会。经全体教师考察，本次授课基本达到了预期目标。篇三：高中英语阅读课中词汇教学活动设计高中英语阅读课中的词汇教学活动设计摘要：本文分析了目前阅读课中词汇处理存在的问题，并用教学实例说明了如何在阅读课的读前、读中和读后进行词汇教学设计。 关键词：阅读课；词汇教学问题；词汇活动设计中图分类号：g632.0 文献标识码：a 文章编号：1992-7711（2013）19-0027一、阅读

22、课词汇教学的问题英语新课标的总体目标是培养学生的综合语言应用能力。而词汇量的大小直接影响学生的综合语言应用能力。在新人教版高中英语教材中，每单元的40-70个生词主要出现在阅读材料中。因此，词汇教学与阅读教学理应相辅相成。然而，目前在阅读课的词汇教学上却存在以下几个问题：1. 读前预教生词在新单元上阅读之前，为了不破坏阅读教学的整体性，一些教师往往利用早自习或其他时间对阅读中出现的生词进行集中教学。其主要方式是领读生词表，然后进行讲解，并要求学生记忆并默写新教授的词汇。这种集中教授词汇的方法缺乏语境，学生学得快，忘得也快。既不利于激发学生学习词汇的兴趣也不利于发展学生的语言运用能力（张献臣，2007）。此外，预教词汇也不利于在阅读中培养学生预测、略读、猜测词义、推理等阅读技巧。108101108666-